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The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom Is Ideal for Middle School Students

The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom Is Ideal for Middle School Students

Toni Rose H. Deanon, Emily E. Culp, Demi C. Lager, Zachary P. Diamond
Copyright: © 2021 |Pages: 17
ISBN13: 9781799870579|ISBN10: 179987057X|ISBN13 Softcover: 9781799870661|EISBN13: 9781799870678
DOI: 10.4018/978-1-7998-7057-9.ch002
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MLA

Deanon, Toni Rose H., et al. "The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom Is Ideal for Middle School Students." Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, IGI Global, 2021, pp. 25-41. https://doi.org/10.4018/978-1-7998-7057-9.ch002

APA

Deanon, T. R., Culp, E. E., Lager, D. C., & Diamond, Z. P. (2021). The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom Is Ideal for Middle School Students. In C. Gaines & K. Hutson (Eds.), Promoting Positive Learning Experiences in Middle School Education (pp. 25-41). IGI Global. https://doi.org/10.4018/978-1-7998-7057-9.ch002

Chicago

Deanon, Toni Rose H., et al. "The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom Is Ideal for Middle School Students." In Promoting Positive Learning Experiences in Middle School Education, edited by Cherie Barnett Gaines and Kristy M. Hutson, 25-41. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7057-9.ch002

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Abstract

This chapter describes how The Modern Classroom Project model, a blended, self-paced classroom format with mastery-based grading practices, is ideal for young middle school students. The chapter narratively outlines a case study of four middle school teachers implementing and validating The Modern Classrooms model at DC International School. The chapter will provide recommendations for blended learning, self-paced classroom, and mastery-based grading practices. The following section argues how this model is ideal in the middle school classroom because it allows teachers better to serve students with a broad range of maturity levels; rather than focusing only on instructional delivery, middle school educators can focus on developing students' self-management skills. The authors also discuss how the model benefited their teaching during the COVID-19 pandemic. Based on the authors' experience implementing The Modern Classrooms Project model, they conclude that it is an effective structure for teaching and learning in middle school.

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